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Borderless e-Contents

Prof Alain Senteni, WITFOR Education Commission, Delhi, 17th April 2012

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Borderless e-Contents

eContent history at a glanceOne size DOES NOT fit all Learning ObjectsEvaluation criteria RepositoriesHBMeU case study

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large scale e-contents history, at a glance

India PanAfrican

Network (2005)

MIT OCW (2001)

(1st phase)

(ACEP - 2nd phase)

TTISSA

i n c r e a s e d s u s t a i n a b i l i t y

3rd generation [process driven, learning as knowledge creation]

2nd generation [content driven, knowledge as a readymade product]

1st generation [technology driven]

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3rd generation [process driven] Knowledge as a dynamic process - Learning as knowledge creation

2nd generation [content driven] Knowledge as a product

e-Contents development,from a content-driven approach

to a process driven one ? increased sustainability

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technology pedagogy

contents

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passive recipients of the teacher’s

knowledge

top-down transmission

traditional curriculum

bottom-up participation

user-generated content

proactive knowledge

builders

WIKIs Web 2.0

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passive recipients of the teacher’s

knowledge

proactive knowledge

builders

We want e-contents that will contribute to turn passive learners into proactive knowledge builders

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high quality

traditional curriculum

user-generated content

WIKIs Web 2.0

?????

poor quality

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We want QA and accreditation frameworks that allow to validate user-generated e-contents and

integrate them into academic programs.

traditional curriculum

user-generated content

WIKIs Web 2.0

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We want a mix of high quality e-contents AND user-generated dynamic contents

AND reliable e-learning materials AND engaging activities.

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We want e-contents that can be recycled, so that we do not need to re-invent

the wheel all the time.

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(Schneider, 2003)

We want blended e-contents, combining traditional perspectives with socio-constructivist ones.

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to bridge the gaptraditional school

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http://www.uwlax.edu/faculty/kosiak/projects/index.html

learning object ?

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yes, learning object

6.5 kg 4.1 kg 2 kg

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from e-contents to learning objects, or how to ...

categorize

classify

categorize

store

retrieve

reuse...e-contentsMonday, April 9, 12

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The term Learning Object [LO] was first popularized by Wayne Hodgins in 1994 when he named the CedMA working group "Learning Architectures, APIs and Learning Objects".

An LO is “a discrete reusable collection of content used to present and support a single learning objective.”

Peter Jacobsen (2002) “Reusable Learning Objects- What does the future hold?”

LOs have become the Holy Grail of content creation and aggregation in the field of computer-mediated learning.

e-Contents as Learning Objects

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Learning objects (LOs) facilitate the (re)-use of educational content online.

Internationally accepted specifications and standards make them interoperable and reusable by different applications and in diverse learning environments.

Metadata (tags, index) describe them, facilitate search and make them accessible.

Why Learning Objects ?

interoperable (thanks to standards) reusable (thanks to CC, OER, etc)easy to retrieve (thanks to metadata)

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Evaluation CriteriaPedagogical QualityContent clarity and conciseness, instructional strategies aligned to the learning objectives, appropriate media according to target audience, etc…

Ergonomy User-friendliness, motivating, visually attractive, built-in accessibility features, etc..

Interoperability, reusability Technical independence and robustness, metadata schema and tagging procedures, conformance to standards

Karin Lundgren-Cayrol, Suzanne Lapointe, Gilbert Paquette, LICEF, TÉLUQ - UQAM

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drill & practice microworldsbehaviorist socio-constructivist

fully automated affordancesindividual only individual / collaborative

no human interaction needed facilitates human interactionclosed set of predefined answers open-ended answers

open nature ?

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From “Reusable Learning Objects- What does the future hold?”By Peter Jacobsen, e-learning Magazine, November 1, 2002

http://www.elearningmag.com/elearning/article/articleDetail.jsp?id=5043

“we haven’t resolved the tension between including context for effective instruction and excluding it to ensure maximum reuse of the object.”

context free ?

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>>>LIFE-CYCLE ? >>>

expensive

long life-cycle

e.g. in line with course or program

review cyclemedium life-cyclee.g. semester

short life-cycle

e.g. class Monday, April 9, 12

Private repositories author bibliography and productions

students personal portfoliocourse student production showcase

Community repository a university department, a community of practice

a research repository

Public repositorytotally open

(e.g. Creative commons)limited access or repository

Types of Repositories for Learning Resource

A few metadata, quality is in the usefulness of the repository to the participants

larger effort/investmenthigher degree of quality insurance, needs a domain ontology (specific classification and relation between resources)

Protect the consumer Protect the IP through CC or a digital rights management (DRM) system.

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using

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Learning Objects

storing integrating

manufacturing

re-usingcustomizingre-purposing

Hamdan Bin Mohammed e-University Case Study

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re-using

http://repository.hbmeu.ac.ae/lor/access/searching.do

“Learning objects are THE MAIN course mater ial , not simply addit ional support for se lf-study.”

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LOs’ rolesimilar to

digital text-books

Reference documents semester-wise [syllabus, timetable, outcome-assessment maps, etc]

[Selected LOs + User Generated Contents]

Context will be embedded THERE

long in line with course/program review cycle

short semester LIFE-CYCLE

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Equella search engines

low level close set of questions,

fully automated

discussion forums, wikis, blogs, etc

high levelopen-ended questionshuman interaction

interactivity

tools

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Open Educational Resources (OER)

are defined as “technology- enabled,

open provision of educational

resources for consultation,  use  and 

adaptation  by  a  community  of 

users for non-commercial purposes.”

OERs

OERs

OERs

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thank you for your attention

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